Statistically Adrift: Why A Central Conclusion in Academically Adrift is Faulty

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dc.contributor.authorLane, Daviden_US
dc.contributor.authorOswald, Freden_US
dc.contributor.orgDepartment of Psychologyen_US
dc.date.accessioned2015-02-20T18:12:29Zen_US
dc.date.available2015-02-20T18:12:29Zen_US
dc.date.issued2012en_US
dc.description.abstractOne of the most cited findings reported in the book Academically Adrift: Limited Learning on College Campuses by Arum and Roska is that 45 percent of the students did not show a statistically significant gain in critical thinking. In this paper we show that the significance tests were conducted incorrectly and that it would be very unlikely for any single student to show a statistically significant gain.en_US
dc.identifier.citationLane, David and Oswald, Fred. "Statistically Adrift: Why A Central Conclusion in Academically Adrift is Faulty." (2012) https://hdl.handle.net/1911/79040.en_US
dc.identifier.urihttps://hdl.handle.net/1911/79040en_US
dc.language.isoengen_US
dc.subject.keywordcritical thinkingen_US
dc.subject.keywordacademically adriften_US
dc.subject.keywordstatisticsen_US
dc.subject.keywordnumeracyen_US
dc.titleStatistically Adrift: Why A Central Conclusion in Academically Adrift is Faultyen_US
dc.typeReporten_US
dc.type.dcmiTexten_US
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